Towards Quality Assurance and Enhancement: The Influence of the Bologna Process in Kosovo's Higher Education

Autor/in	Kaçaniku, Fjolla
Titel	Towards Quality Assurance and Enhancement: The Influence of the Bologna Process in Kosovo's Higher Education
Quelle	In: Quality in Higher Education, 26 (2020) 1, S.32-47 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaçaniku, Fjolla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2020.1737400
Schlagwörter	Higher Education; Quality Assurance; Organizational Change; Educational Quality; Foreign Countries; Educational Cooperation; International Cooperation; Content Analysis; Student Mobility; Educational Policy; Accountability; Educational Improvement; Power Structure; Cultural Context; Standards; Compliance (Legal); Educational Change; Politics of Education; Kosovo + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitätssicherung; Organisationswandel; Quality of education; Bildungsqualität; Ausland; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Inhaltsanalyse; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Politics of education; Bildungspolitik; Verantwortung; Teaching improvement; Unterrichtsentwicklung; Standard; Bildungsreform; Educational policy
Abstract	This paper analyses the unique case of Kosovo alongside the broad context of the European Higher Education Area (EHEA) development. Kosovo started implementing the Bologna Process in 2001, although to date, it has not been formally admitted as a member. This paper provides evidence on the impact of the Bologna-influenced reforms on developing quality assurance and enhancement in Kosovo's higher education during 2001-2019. The study opted for a qualitative method design combining content analysis and semi-structured interviews to investigate both the normative and operational aspects of institutional learning and change that followed these reforms. The study builds on other Bologna-related studies, demonstrating that higher education institutions have placed accountability at the forefront of their ambitions. Findings recommend that a balance between quality control and improvement is imperative towards developing a quality culture. Therefore, there is a need to redistribute quality assessment 'power' equally among all stakeholders in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01